In accordance with Act relating to universities and university colleges section 3-9 subsection two written guidelines for examiners must be prepared for all examinations.
There is no official definition for guidelines for examiners. When there are many different types of exams and assessments, the guidelines for examiners must also be adapted to the individual exam and the individual subject or course.
In order to ensure consistent censorship in the event of a complaint, it is important to prepare good guidelines for examiners. Systematic use of guidelines for examinerss will contribute to openness and insight into the examiner scheme and it can help students to assess for themselves whether they have received a reasonable grade. Guidelines for examiners shall contribute to ensuring consistency between learning outcomes, examination assignments and assessment criteria within a subject and within a study program.
A guideline for examiners should at least contain a solution sketch or comment that specifies what is to be expected of the candidates based on the course's learning objectives and content. It should provide the examiners with information on what subject and syllabus were covered in the relevant course. The guidelines for examiners may also contain guidelines from the course lecturer responsible for grading, supplemented with general and possibly special grade descriptions. The guidelines for examiners will after the exam also provide the students with important information about what is required to get a good result on this exam.
The guidelines for examiners must be written so that it can be used by others than the course coordinator who wrote it, ie other examiners, including appeal examiners, exam candidates and possibly other students
The purpose of sensor guides is:
- to help the examiners assess and justify the assessment based on the same criteria
- to update the examiners in the area the exam assignments are about
- to help students understand the grade they have received based on what they have achieved
- ev. to help students assess whether they have grounds to complain
- ev. to be used as a pedagogical tool when reviewing older exam assignments in teaching
The following aspects should be included in guidelines for examiners:
- about the connection with the learning outcomes
- about what one has focused on in the course
- about the syllabus coverage, ie how the syllabus covers the assignment topic
- about the weighting between the exam assignments' sub-assignments, and what the examiner should do when not all sub-assignments have been answered
- on general principles for the assessment
- about emphasizing independence, ability to reason, originality and interesting perspectives. Here, the aids the candidate has had available must be taken into account.
- on requirements for language, reference technique and orderliness in the presentation and to what extent this should count
- on the relationship between specific requirements and discretion and overall assessment in the censorship
The guidelines for examiners may also contain:
- brief briefly on the teaching
- update the sensors in the field
- explain what the answers should contain, preferably at different levels, ie what is expected of a medium answer, and what is expected of a good answer. Exact descriptions of what is required to achieve each grade will, from experience, be difficult for the examiner to follow up. Unfortunate ways of answering the exam paper as one can imagine can also be mentioned.
- say something about the use of the syllabus and to what extent the candidates must show knowledge of this in the answer (This is particularly relevant for take-home exam). It can be stated where in the syllabus the examiner finds what the student should be able to do to answer the assignment
- inform about formal requirements for the answer, length, restrictions imposed on the candidates e.g. in the choice of material / special syllabus
- comment on the different interpretations of the thesis text you have become aware of if you (eg on the consolation round or at a first review of the answers) see that the thesis text is ambiguous
According to the regulations, the guidelines for examiners must be made available to the students, but it is not necessary for the guidelines for examiners to be published online or ex. in Canvas. It is sufficient that the guidelines for examiners is made available for perusal in an office.